How to implement a competency-based approach in extracurricular activities. Implementation of the competency-based approach in the classroom and in extracurricular activities in elementary school. The essence of the concept of "competency-based approach"

The formation of the personality of a younger student in the context of the introduction of a competency-based approach is an urgent problem of educational practice. This is due to the fact that, firstly, it is necessary to determine the set of competencies that are possible at this age, and secondly, to identify the mechanisms for introducing a competency-based approach into the activities of students and teachers.

John Raven writes: “Society needs new beliefs and expectations. But these cannot be developed without regard to personal value systems, and the system of education, school and social, must take this into account. Those who are interested in developing competence must help people think about how organizations should function and how they actually function, think about their own role and the role of other people in society.

At present, the time of the information boom, the rapidly changing environment, due to changes in various areas of public life, society needs a generation of young people who will feel adequate in the new environment, people who can navigate the flow of information mobilely, competently solve problems that arise in personal and professional areas of life.

In this regard, the "Concept for the modernization of Russian education for the period up to 2010" set a number of tasks for the educational school, one of which is the formation of key competencies that determine the modern quality of the content of education. Here, key competencies are understood as a holistic system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students. This approach requires the teacher to have a clear understanding of what universal (key) and special (qualifying) personality traits are necessary for a graduate of a general education school in his future activities.

This, in turn, presupposes the ability of the teacher to draw up an indicative basis of activity, a set of information about the activity, which includes a description of the subject, means, goals, products and results of activity.

The introduction of a competency-based approach, starting from the primary level of education, is hampered by the fact that most of the school programs used in modern primary school were created before the advent of the competency-based approach.

In this regard, the appropriate question is "Does the competence-based approach exist and is implemented in modern primary school?".

Today in Russia there are already quite a lot of major scientific-theoretical and scientific-methodical works, which analyze the essence of the competency-based approach and the problems of the formation of key competencies by such researchers as: A.V. Khutorsky, L.F. Ivanova, A.G. Kasprzhak, P.P. Borisov, N.S. Veselovskaya, I.A. Zimney, T.B. Tabardanova, G.A. Zuckerman and others, as well as by foreign scientists: R. Barnett, J. Raven (Great Britain), V. Vester (Holland), etc.

Despite numerous theoretical studies, the methodological foundations for introducing a competency-based approach at all levels of education, including primary school, have not been sufficiently developed.

This led to the choice of the research topic: "Implementation of a competency-based approach in the organization of extracurricular activities by a primary school teacher."

Research problem: what are the conditions for the effective implementation of the competence-based approach in the organization of extracurricular activities by a primary school teacher?

Object: competence approach in the organization of extracurricular activities by a primary school teacher.

Subject: implementation of a competency-based approach in the organization of extracurricular activities by a primary school teacher.

The purpose of the study: to identify pedagogical conditions effective implementation of the competence-based approach in the organization of extracurricular activities by a primary school teacher.

Research hypothesis: if it is purposeful to select ways to build extracurricular activities of students in a class team based on a competency-based approach, then the effectiveness of the content, procedural, organizational, motivational aspects of training and education will contribute to the successful development of key competencies (which are based on the "ability to learn"), will ensure their actual socialization.

Research objectives:

To study the psychological, didactic, methodological and legal literature on the research problem.

Determine the system for the formation of competencies of elementary school students and develop forms of organization of extracurricular activities for its implementation.

To identify and substantiate the pedagogical conditions for the implementation of a competency-based approach in teaching and educating 1st grade students.

Check the effectiveness of the developed provisions in practice in experimental work.

In the course of our research, we plan to use theoretical (analyze the literature, highlight specific methods of work) and practical (implement the selected methods of work) methods.

Research base: MOU "Nyrobskaya average comprehensive school".

Competence-based education is a very controversial topic, which today remains insufficiently researched. The concept itself arose in the United States in the process of studying the experience of outstanding teachers, was the result of numerous attempts to analyze it, to develop a conceptual framework. Thus, the theory of competence-based education is based on experience, proceeds from the best experience.

This is due to the fact that, firstly, the school began to catastrophically lag behind the pace of knowledge development. The second very important problem facing education is that education has become mass. The "Concept for the Modernization of Russian Education until 2010" prescribes the introduction of a competency-based approach to assessing the results of education. For the competence-based approach, “competence” and “competence” in different proportions with each other act as meaning-defining categories.

Despite some differences in approaches, US experts define three main components in competence-based education. These are knowledge, skills and values.

"Competence" - this term is used in completely different semantic contexts, often opposite. It appeared in the instructions of the ministry as a fashionable foreign word, and not as an attempt to designate some objectively existing pedagogical problem requiring reflection.

Domansky E.V. drew attention to the fact that the concepts of competencies developed in Russia have not only an external similarity with European ones, but also a significant difference in their content. The nature of discrepancies, in his opinion, has oriental tendencies, with their traditions and the desire for contemplation, the development of intuition, self-knowledge.

In connection with such observations, we will offer some Russian author's definitions and distinctions between the concepts of "competence" and "competence".

According to S.E. Shishov and V.A. Kalney, competence is the ability (ability) to act on the basis of acquired knowledge. Unlike ZUNs (assuming action by analogy with a model), competence implies the experience of independent activity based on universal knowledge. The concept of competence is changing the way we think about assessment and qualification. What is important is not the presence of an internal organization of something in an individual, but the possibility of using what is.

Khutorskoy A.V. distinguishes the often synonymously used concepts of "competence" and "competence": competence is a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity) that are set in relation to a certain range of objects and processes and are necessary in order to qualitatively productively act in relation to them . Competence - possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.

The author singles out educational competence as a separate structure, defining it as a set of interrelated semantic orientations, knowledge, skills and experience of the student's activities necessary to carry out personally and socially significant productive activities in relation to the objects of reality. He emphasizes that one should distinguish between mere "competence" and "educational competence".

Doctor of Pedagogical Sciences I. Frumin writes: “The most stupid thing that could be done right now is to start discussing the definition of competence, to look for the difference between competence and competence, to scour dictionaries and achieve maximum rigor. We are interested in working ideas with which we can start to reasonably update the content of education. And at this stage of discussions, I would suggest limiting ourselves to a working understanding of competencies as abilities (availability) to solve complex real problems ".

At the same time, he notes that as a result of numerous discussions among educators, competence is reduced to a type of educational result that is not reducible to a simple combination of information and skills and is focused on solving real problems.

I. A. Zimnyaya differentiates the concepts of “competence” and “competence”. Analyzing the meaning and significance of these categories, and. A. Zimnyaya comes to the conclusion that “competences are some internal, potential, hidden psychological neoplasms (knowledge, ideas, algorithms of actions, systems of values and relationships), which are then revealed in human competencies as actual, activity manifestations.” (9, p.5)

Thus, one can see how contradictory the authors' understanding of the nature of the competence-based approach is, how contradictory its very essence is, how contradictory are the definitions of its components and components.

Let us give some views of scientists on the implementation of the competency-based approach in educational institutions (based on the materials of the IX All-Russian scientific and practical conference "Pedagogy of development: key competencies and their formation").

T.M. Kovaleva (doctor pedagogical sciences, senior researcher at the Institute of Theory of Education and Pedagogy of the Russian Academy of Education, Tomsk) believes that the competency-based approach provides answers to the needs of the industrial sector. In relation to education, it can be considered only as one of the possible approaches.

D.B. Elkonin (Doctor of Psychology, Professor, Vice-President of the International Association for Developmental Education, Moscow) presents competence as a radical means of changing the form of education.

Yu.V. Senko (Doctor of Pedagogy, Head of the Department of Pedagogy, Altai State University, Academician of the Russian Academy of Education, Novosibirsk) suggested that in order to determine basic professional competencies, several main blocks should be distinguished: values and ideas of the image of a person, technologies, design work and the implementation of one’s plan, peer review, teaching and learning.

A.M. Aronov (PhD in Physics and Mathematics, Head of the Department of Pedagogy high school Krasnoyarsk state university) considers competence as a readiness to engage in a certain activity. Directly in education, competence acts as a certain connection between two types of activity (present educational and future practical).

B.I. Khasan (Doctor of Psychology, Head of the Department of Developmental Psychology of the Krasnoyarsk State University, Director of the Institute of Psychology and Pedagogy of Development) believes that competencies are goals, and competencies are results (goals or limits set for a person), and the measure of their achievement is the indicators of competence. But since these definitions are borrowed from law, they are of limited use. Pedagogy and education have always been focused on only one type of competence, limited to the scope of a particular subject. Therefore, a teacher who wants the student to acquire competence and go beyond the subject must understand the limitations of the subject.

I.D. Frumin (Doctor of Pedagogical Sciences, coordinator educational programs Moscow branch of the World Bank, Moscow) believes that the competence-based approach manifests itself as updating the content of education in response to the changing socio-economic reality.

With regard to the primary education system, the key words in the description of competencies are the words seek, think, cooperate, get down to business, adapt:

search: interrogate the environment; consult a teacher get information;

think: establish relationships between past and present events; be critical of a particular statement, proposal; be able to resist uncertainty and complexity; take a stand in discussions and develop your own opinion; evaluate social habits related to health, as well as environment; evaluate works of art and literature;

cooperate: be able to work in a group; to make decisions; resolve disagreements and conflicts; agree; develop and fulfill the duties assumed;

get down to business: get involved in work; be responsible; join a group or team and contribute; show solidarity; organize your work; use computing and modeling devices;

adapt: use new information and communication technologies; persevere in the face of adversity; find new solutions.

Competence cannot be defined through a certain amount of knowledge and skills, because a significant role in its manifestation belongs to the circumstances. To be competent means to mobilize acquired knowledge and experience in a given situation. It is competence that allows an individual to navigate in unforeseen social situations, which means the success of socialization. Socialization is a process of interaction between a person and the social environment. A person not only assimilates social experience, but transforms it into his own values, attitudes, and orientations. The result of socialization is socialization, i.e., the formation of traits that are set by the status and required by this society.

Thus, the competence approach allows:

Align the learning goals set by educators with the students' own goals. With each new generation of students, the significance of this moment increases, because each new generation of schoolchildren becomes more independent, more independent of the views and judgments of adults, able to set their own goals in life;

To increase the degree of motivation for learning, first of all, by realizing its benefits for today's and future life of students;

To facilitate the work of the teacher by gradually increasing the degree of independence and responsibility of students in learning. According to L.S. Vygotsky, the "teacher-rickshaw", who pulls the entire educational process on himself, must turn into a "teacher-car driver", who only manages the learning process. Moreover: at a certain stage, the students themselves become assistants and employees of the teacher in teaching;

To relieve students not by mechanically reducing the content, but by increasing the share of individual self-education, shifting attention to ways of working with information, group distribution of workloads and changing motivation;

Not in theory, but in practice, to ensure the unity of the educational and educational processes, when the same tasks of versatile preparation for life are solved by various means of classroom and extracurricular activities, without any special "educational activities" or special "educational lessons", and the student understands the importance of his own upbringing and his own culture for his life.

An analysis of the psychological and pedagogical literature indicates that the period of 6-8 years is one of the most difficult periods in a child's life. Here is the emergence of consciousness of one's limited place in the system of relations with adults, the desire to carry out socially significant and socially valued activities. The child becomes aware of the possibilities of his actions, he begins to understand that not everything can. Speaking of self-awareness, they often mean awareness of their personal qualities. In this case, we are talking about awareness of one's place in the system of social relations.

On the basis of the emergence of personal consciousness there is a crisis of 7 years. The main symptoms of the crisis:

1) loss of spontaneity - an experience of what significance this action will have for the child himself is wedged between desire and action;

2) mannerisms - the child builds something out of himself, hides something;

3) a symptom of "bitter candy" - the child feels bad, but he tries not to show it, difficulties arise in education: the child begins to close up and become uncontrollable.

These symptoms are based on the generalization of experiences. A new inner life has arisen in the child, a life of experiences that is not directly and immediately superimposed on the outer life. But this inner life is not indifferent to the outer, it influences it. The crisis requires a transition to a new social situation, requires a new content of relations. The child must enter into relations with society, as with a set of people carrying out compulsory, socially necessary and socially useful activities. In our conditions, the tendency towards it is expressed in the desire to go to school as soon as possible.

A symptom that cuts through the preschool and primary school ages is the symptom of "loss of immediacy" (L.S. Vygotsky): between the desire to do something and the activity itself, a new moment arises - an orientation in what the child will bring the implementation of this or that activity. This is an internal orientation in terms of what meaning the implementation of an activity can have for the child: satisfaction or dissatisfaction with the place that the child will occupy in relations with adults or other people. Here, for the first time, the semantic orienting basis of the act appears. According to D.B. Elkonin, there and then, where and when an orientation to the meaning of an act appears, there and then the child passes into a new age.

Teachers and parents need knowledge about the psychological characteristics of children aged 6-7 years, about the general and special things that are important to consider when admitting children to school, during their adaptation to learning and in organizing the educational process. What is typical for today's junior schoolchildren?

Susceptibility, suggestibility, pliability.

Responsiveness, the ability to empathize

Sociability, great irritability.

Slight excitability, emotionality.

Curiosity and impressibility.

Sustained cheerful and joyful mood.

The prevailing motives are associated with an interest in the world of adults,

Establishing positive relationships with others.

A distinct manifestation in the behavior of typological properties

Higher nervous activity.

Plasticity of the nervous system.

Mobility, restlessness.

impulsive behavior.

General lack of will.

Instability, involuntary attention.

By the age of 7, the child reaches a level of development that determines his readiness for schooling.

Physical development, the stock of ideas and concepts, the level of development of thinking and speech, the desire to go to school - all this creates the preconditions for systematic learning.

With admission to school, the whole structure of a child’s life changes, his regimen, relationships with people around him change. Teaching becomes the main activity. Pupils of elementary grades, with very rare exceptions, like to study at school. They like the new position of the student, they are attracted by the process of learning itself. This determines the conscientious, responsible attitude of younger students to learning and school. It is no coincidence that at first they perceive the mark as an assessment of their efforts, diligence, and not the quality of the work done. Children believe that if they "try", then they study well. The teacher's approval encourages them to "try harder." Younger students with readiness and interest master new knowledge, skills and abilities. They want to learn how to read, write correctly and beautifully, and count. True, they are more interested in the process of learning itself, and the younger student shows great activity and diligence in this regard. The games of younger schoolchildren, in which a large place is given to school and learning, also testify to the interest in the school and the process of learning.

Primary schoolchildren continue to manifest the inherent need for preschool children in active play activities, in movements. They are ready to play outdoor games for hours, cannot sit in a frozen position for a long time, they like to run around during recess. Characteristic for younger students and the need for external impressions; a first-grader, like a preschooler, is primarily attracted by the external side of objects or phenomena, activities performed (for example, the attributes of a class orderly - a sanitary bag, a bandage with a red cross, etc.).

From the first days of schooling, the child has new needs: to acquire new knowledge, to accurately fulfill the requirements of the teacher, to come to school on time and with completed assignments, the need for approval from adults (especially teachers), the need to fulfill a certain social role (to be a headman, orderly, commander of the "asterisk", etc.). Usually, the needs of younger students, especially those who were not brought up in kindergarten, are initially personal. A first-grader, for example, often complains to the teacher about his neighbors who allegedly interfere with his listening or writing, which indicates his concern for personal success in learning. Gradually, as a result of the systematic work of the teacher in instilling in students a sense of camaraderie and collectivism, their needs acquire a social orientation. Children want the class to be the best, so that everyone is a good student. They begin to help each other on their own initiative. The growing need to win the respect of their comrades, the growing role of public opinion speaks of the development and strengthening of collectivism among younger schoolchildren.

The cognitive activity of a junior schoolchild is characterized primarily by the emotionality of perception. A picture book, a visual aid, a teacher's joke - everything causes an immediate reaction in them. Younger schoolchildren are at the mercy of vivid fact; the images that arise on the basis of the description during the teacher's story or reading a book are very vivid. Imagery is also manifested in the mental activity of children. They tend to take literally the figurative meaning of words, filling them with concrete images. Given the figurative thinking, the teacher uses a large number of visual aids, reveals the content of abstract concepts and the figurative meaning of words in a number of specific examples. And primary schoolchildren remember not what is most significant in terms of educational tasks, but what made the greatest impression on them: what is interesting, emotionally colored, unexpected or new.

In the emotional life of children of this age, first of all, the content side of experiences changes. If the preschooler is happy that they play with him, share toys, etc., then the younger student is mainly concerned about what is connected with teaching, school, and the teacher. He is pleased that the teacher and parents are praised for academic success; and if the teacher makes sure that the feeling of joy from educational work arises in the student as often as possible, then this reinforces the positive attitude of the student to learning.

Along with the emotion of joy, emotions of fear are of no small importance in the development of the personality of a junior schoolchild. Often, due to fear of punishment, the baby tells a lie. If this is repeated, then cowardice and deceit are formed. In general, the experiences of a younger student are sometimes very violent.

At primary school age, the foundations of such social feelings as love for the Motherland and national pride are laid, students are enthusiastic about patriotic heroes, brave and courageous people, reflecting their experiences in games and statements. Children of this age are friendly. They enjoy being together and participating in group activities and games. This gives each child a sense of self-confidence, as their personal failures and lack of skills are not so visible in the general background. I like to do crafts, but more often the child works better at the beginning than at the end of this work. Boys like energetic games more, but they can also play with toys with girls. The child is proud of his family, wants to be with his family.

The younger student is very trusting. As a rule, he has unlimited faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher in all respects be an example for children.

The closest integration of education and upbringing is possible under the conditions of the competence-based approach.

The implementation of extracurricular activities involves the formation of moral, cognitive, communicative, aesthetic and physical potential in each student, their development and formation.

Moral /value potential/ involves the perception and understanding by students of such values as "family", "school", "homeland", "teacher", "nature", "friendship with peers", "respect for elders". The need to follow the rules for students, the ability to distinguish between good and bad deeds of people, to correctly assess their actions and the behavior of classmates, to maintain order and discipline in school and other public places. Experience in participating in the preparation and conduct of socially useful affairs, the implementation of individual and collective execution of assignments and tasks in the process of organizing classroom and school life.

Cognitive potential - observation, activity, diligence in educational work, a steady interest in learning. Formation of the main features of the individual style of learning activity, readiness to study in the main school.

Communicative potential - mastering the simplest communication skills: the ability to speak and listen, the ability to empathize, sympathize, show attention to other people, animals, nature. Formation of primary skills of self-regulation.

Aesthetic potential - the aesthetic susceptibility of phenomena and objects of the natural and social environment, the presence of a personal, emotionally colored relationship to works of art.

Physical potential - observance of the daily regimen and the rules of personal hygiene, the desire to become strong, fast, dexterous, hardened, the desire to try your hand at physical education and sports.

By means of extracurricular (educational) activities, the following are mainly formed: the values of activity, communication, self-education; the habit of being mobilized; personal skills - reflective, evaluative; personal qualities - independence, responsibility; experience of communication and interaction with people, including in a team.

The formation of key competencies of students should be considered as the main goal of the pedagogical organization of extracurricular activities of the class. Accordingly, this goal becomes the main goal of the class teacher and includes at least three tasks:

Own activities of the class teacher in organizing the life and development of the class team and individual students;

Coordination and monitoring the effectiveness of the activities of subject teachers working with the class in the formation of key competencies by classroom and extracurricular means of educational activities in the subject;

Organization of joint forms of work of the class teacher with subject teachers.

Setting the class teacher to the formation of key competencies requires a truly democratic approach to the organization of class life. The class teacher does not have the right to impose the goals of the development of the class team and joint life, forms of organization and methods for achieving the goal. His task is to choose, together with the students, those goals that are really close to at least the majority of the students, and those ways to achieve them, which, according to general feelings, will be the most fruitful.

A necessary condition for the life of a class in the conditions of a competency-based approach is the open expression by students:

Your experiences, joys, sharing other people's feelings for a deeper understanding of human relationships;

Your understanding of the problems that arise in the life of the class and ways to resolve them;

Their assessments of the educational and extracurricular activities of the class as a whole and the personal contribution of individual students to this activity.
The organizational and activity component of the educational process includes such elements as:

Technologies of education: collective creative activity, game, creative workshop, modeling of the educational activity of the class.

Forms of organization of the educational process: a holiday, a collective creative work, a quiz, a competition, an exhibition, an excursion, an oral journal, a conversation, etc.

Student self-government, carried out within the classroom team.

In this chapter, a characteristic of the competence-based approach was given from the standpoint of many views of scientists on its essence, which are quite contradictory. Some views of scientists on the implementation of the competency-based approach in educational institutions are considered, from which the key words in the characteristics of competencies in the primary education system are identified and considered. The characteristics of the age development of students in the psychological, cognitive, emotional social spheres of life are also presented. From this position, I have considered the organization of extracurricular activities of grade 1 students, identified effective means of extracurricular activities, forms, technologies of education in accordance with the goals set.

Thus, the competence-based approach at school in the system of educational work is implemented not only in educational activities, but also through the organization of extracurricular activities, which leads to the formation of key competencies of children at this stage of their development.

The content of general education is formed from a combination of many subject areas, fields of activity, relationships that a child masters. The complex of systematic knowledge and ideas, skills, traditions and value orientations can be called the system of cultural competence of the individual. General cultural competence characterizes a person as a bearer of the values of universal and national culture, moral norms and principles, views, actions and deeds determined by them, culturally and nature-conforming behavior and activities, who owns oral and written speech, ways of communication with other people. It implies a certain degree of human autonomy, which is necessary for the formation of a personality capable of making decisions and resisting external pressure.

To determine the areas and indicators of the general cultural competence of a pupil of an educational institution, the following grounds were chosen:

The concept of liberal education n. S. Rozov, where the spheres of situations requiring general cultural competence are defined: environmental, social, humanitarian, aesthetic, communicative, recreational, economic;

General characteristics of the types and component composition of competence, presented by I. A. Zimnyaya;

Age standards of socialization - a set of requirements for the personality of the child, his skills and abilities, providing a solution to the problems of socialization at a certain age stage of development.

Information and cognitive;

Value-oriented;

Regulatory-behavioral. (Attachment 1).

In the concept of “competence” constructed in this way, personal and potential cognitive and practical qualities are assimilated, which should be formed in the process of training and education. Competence is not strictly tied to a specific educational content, knowledge or other abilities.

To determine the competence of a student, a list of indicators is proposed in accordance with the selected aspects at three levels:

Primitive behavioral;

Emotional-behavioral;

Motivated-behavioural. (Attachment 1).

The structure of general cultural competence reflects the main areas of interaction of the child with the outside world in the process of socialization.

The sphere of environmental competence is the relationship between human civilization and nature at various levels. The following range of competencies is typical for a junior schoolchild: he knows the rules of behavior in the forest, on water bodies, in local natural areas at different times of the year; distinguishes between living and inanimate nature; knows the rules of personal hygiene; knows how to make a fire, pick mushrooms and berries; observes the phenomena of nature, describes them; takes part in gardening the classroom, school, yard; goes on hikes, visits arboretums and takes care of nature nearby; knows the rules of conduct in case of fire and other natural disasters.

The sphere of social competence is relations in society. It is typical for a younger student: he knows the content of the concept of Motherland; knows his rights and obligations; familiar with the professions of a driver, seller, doctor, educator, postman, seamstress, builder, machinist; has an initial idea of the property; makes purchases independently; knows legal ways to make money; knows the safe route to school, to the store; knows the detailed address, the main social facilities; has an idea about the personal space of a person; knows how to follow the order and the rules of the game; interacts with other people in accordance with established norms and rules; able to take partial responsibility for what is happening; realizes that he can do something without the obligatory support of adults and their approval; carries out an individual choice of assignments and tasks in the process of organizing life in the classroom and at school.

The sphere of cognitive competence combines intellectual, informational culture and the culture of self-organization. The following range of competencies is typical for a younger student: learns to work together with a friend; learns to read correctly (observe stress, pauses, intonation of the end of a sentence, highlight words that are important in meaning, etc.); masters the main types of written work (recording from dictation, presentation of the text, reviews, etc.); plans training sessions during the day; learns to control his actions and the actions of his comrades; learns to work correctly with the textbook; listens to the reading of various texts, the teacher's explanations; highlights the main facts and thoughts in the text, draws up a simple plan, retells the content of the text; learns to work with literature correctly; self-service skills are formed; learns to express thoughts correctly, work in a group.

The sphere of humanitarian competence is the orientation of a person in ideas, meanings, texts of culture. The following range of competencies is typical for a younger student: understands the figurative language of fairy tales, stories, poems; shows interest in fiction; knows the works of Russian writers, poets; highlights the main idea of the work; expresses value judgments, compares and evaluates the actions of heroes; reads poems by famous poets; begins to master a foreign language; shows a value attitude to the objects and phenomena of the surrounding life.

The sphere of aesthetic competence is the orientation of a person in the world of art, in the world of fine arts; education of aesthetic taste. It is typical for a younger student: distinguishes between types of fine arts; fluent in pencil and brush with different drawing techniques; sculpts sculptures; familiar with folk instruments; knows and performs Russian folk songs, proverbs, sayings; the skill of listening to music is formed; recognizes famous musical works of Russian composers; has an idea about the paintings of famous artists; participates in amateur performances; illustrates.

The sphere of communicative competence is everyday relationships between people, relationships in the family, between the sexes, friends, partners, neighbors; behavior in various situations. The following range of competencies is typical for a younger student: he knows how to take others for granted; is able to work independently in a large children's team without requiring the attention of a teacher; knows how to listen intently, not to ask again just to attract attention; quickly and accurately fulfill the requirements of the teacher; knows how to independently check himself and is not distracted; knows how to take the point of view of another, evaluates and controls the actions of another; shows tolerance towards others; implements interaction with the teacher and other students in accordance with the established rules; knows the rules of conduct in the dining room, in the assembly hall; at a concert, in public places; takes care of books, clothes, property; expands knowledge about the forms of addressing elders, peers, strangers; knows general information about various etiquette situations (congratulations, wishes, requests, knows how to empathize, argue); masters comradely norms of relations (shows care, provides mutual assistance, sympathy); shows manners; has the habit of being friendly, benevolent; does not accept rough speech; has the skills to communicate with younger children, peers, older children, adults.

The sphere of recreational competence is the sphere of recreation, health, sports, nutrition. The scope of competence of a younger student includes: a general concept of health and factors affecting it; has an idea about the structure and work of organs and systems of the human body; takes care of the body every day; observes morning and evening toilet, takes care of hair, hands, face during the day; engaged in hardening of the body, physical culture, sports; observes the regime of the day, study, rest; observes the rules of self-control for correct posture, gait, posture; shows accuracy in clothes and shoes, takes care of them; recognizes signs of fatigue, knows how to behave correctly during an illness, has the skill of carefully handling medicines; is able to adequately assess the emotions of others, shows his emotions and manages them.

The sphere of economic competence is everyday everyday situations and problems. The following range of competencies is typical for a younger student: he knows how to play outdoor, intellectual games; knows and knows how to use an iron, a washing machine, a grater, a meat grinder, an electric stove, a refrigerator; uses cutlery for its intended purpose, knows the rules of table setting; knows how to cook simple meals; knows the rules for preparing and cleaning places for educational, labor, leisure activities and recreation; grows indoor plants; participates in agricultural work; caring for pets; makes applications from different materials with his own hands; works with simple tools.

When studying the general cultural competence of schoolchildren, several diagnostic methods are used: observation, testing, questioning. The use of each of them occurs in accordance with the requirements for the procedure for applying a particular diagnostic method.

In my work, I settled on the observation method, because. students of the 1st grade still have insufficiently formed voluntary attention, a low level of concentration of attention, and frequent distractibility.

Pedagogical observation is a purposeful, specially organized perception of the object, process or phenomenon under study in natural conditions, when the teacher receives specific factual material.

The purpose of observation: to identify the level of spheres of general cultural competence among students of the 1st grade.

Object of observation: students of the 1st grade.

The subject of observation: actions, deeds, activities, behavior, the ability to adequately assess the situation from the point of view of one's own and generally significant values, to set goals, tasks, and norms in a given situation for the effective implementation.

When studying the socialization of students, all situations that require general cultural competence fall into the scope of observation.

The results of the observation are presented in Table 2. (Appendix 2). It records the level of competence of each student in the areas in accordance with the indicators given in table 1. (Appendix 1).

According to the results of the observation, it can be seen that at this stage, the emotional-behavioral and primitive-behavioral levels of competence of the identified areas of general cultural competence prevail. The availability of information about the level of competence of each student allows the class teacher to timely identify students' problems, reasonably assist them in overcoming social, psychological, personal difficulties, evaluate and adjust the effectiveness of educational work with the class, organize appropriate interaction with the environment - family, extracurricular institutions, groups, in which pupils are included and where spontaneous and purposeful socialization of the individual is carried out. Timely identify the least formed components of general cultural competence and provide targeted assistance in their development.

At the age of seven, the child manifests self-awareness and self-esteem. The educational environment, in conditions of respect for the younger student, supports and develops his individuality, gives rise to personal meanings of teaching and life; encourages independent solution of life problems in an unstable society. The unity of goals in classroom and extracurricular activities allows the teacher to track the development of the child, the level of his creative growth.

The main task in the competency-based approach is to identify effective ways, methods for diagnosing the child's personal growth.

Gradually, starting from the first grade, teachers teach children to work with the main components of the textbook, draw up a simple plan for a written answer, find the right book, article, and use reference literature. By fourth grade, students should be able to use technical means mass media (recordings, television, video cinema, computer technology). This allows us to solve one of the tasks of modern education - to form a person's ability to independently go beyond their own competence in order to find ways to act in new situations.

The main thing that should be supported in students is the processes of their spiritual and moral development and the formation of their personality, respect for themselves and others. In this regard, a special role in working with younger students is given to parents. They are active participants in many events.

Tasks of educational work (on the example of grade 1):

Based on the study of the personality of students, create maximum conditions for the physical, intellectual and moral development of children;

Education of a close-knit team;

To instill in students the desire to lead a healthy lifestyle, to develop this desire into the inner need of each student;

Cultivate a conscious attitude to learning, develop cognitive activity;

Raising in children respect for themselves and others (mutual relations, mutual assistance, kind attitude towards each other).

To form environmental literacy of students;

Development in children of a sense of beauty: love for animals, nature, music, poetry;

Strengthening ties with the family, recognition of psychological and pedagogical knowledge among parents.

Extracurricular activities in grade 1 are organized in the following areas and have the following goals:

Formation of a positive attitude towards school, learning.

Main directions.

Responsible

Working on team building

Developing and maintaining interest in school, learning

To form an active position of the student in learning, to teach knowledge and skills to independently apply in life.

Organization of work in the classroom.

Distribution of orders.

Organization of cleaning of your workplace.

Activation of work in the classroom extracurricular activities, the use of i.moments.

Maintaining the cleanliness of the school yard, the workplace at the desk.

Raid "Live the Book"

Raid "Clean Hands"

Cl. hour: Conversation "The World of Emotions and Feelings"

Cl. hour: "Learning to live and make friends"

(Practice games)

Cl. hour: "Rules of good manners" (Educational games)

Cl. hour: "Portrait of my class" (game)

students

Teacher

Class hands

During the year

September

During the year

In tech. of the year

October

February

2.Physical education. Labor education.

Help children grow up healthy, hardened.

Mastering the skills and habits of morning exercises.

Raising respect for work.

Raising respect for working people.

Instilling industriousness.

Teach respect for your school, class, property.

To form the skills of creative work, the aesthetics of the design of their work

Take part in sports activities

Physical culture breaks

Clinical examination of students

outdoor games

Game "Fun Starts"

Participation in subbotniks, labor landings

Conversation "All professions are needed"

Workplace cleaning

Reading stories about work.

Raid "Live the book"

Making crafts from natural materials.

Workshop of Santa Claus

Physical education lessons

Parents,

Teacher

Cl. hands

During the year

Daily

September, October, May

February

Daily

In literature lessons

November

3. Ideological, moral and aesthetic education.

Education of labor discipline, responsibility

Building a sense of camaraderie

Education in the spirit of combating cruelty, selfishness

Formation in the team, in the character of each student, such traits as mercy, justice

Contribute to the development of aesthetic taste, the correct perception of musical and artistic works

Instilling love for music and art, interest and love for reading

Collective creativity.

Workshop of Santa Claus.

Mutual help in the classroom. Self control.

A conversation about kindness and compassion.

Conversation about the culture of behavior

A talk about fellowship and friendship.

Reading stories about friendship.

Game-competition for the Defender of the Fatherland Day.

Oral journal "Migratory birds"

Project "Beauty of the surrounding nature"

Preparation of amateur art.

Alphabet Feast

Holiday "Hello Summer"

Excursions to the forest.

Project activities: "Spring has come", "Winter fun", "Summer is coming"

Quiz "Journey to the Fairy Forest"

Cl. hour: “My hobby” (Debate)

"Come on, girls"

Music lessons

Class hands

Class hand

Class hands, musical hands.

K.ruk.

Learn, music hands.

Technology Lessons

Daily

Literature lessons

November

for holidays

September

December, May

January

During the year

4.Environmental. Heroic-patriotic, national, spiritual

To increase, protect nature, instill love for nature

To instill cultural behavior skills in recreation areas

Cultivate patriotic feelings, love for the Motherland.

Develop a sense of pride in your country, respect for the older generation, the heroes of the Second World War

Organization and conduct of excursions.

Project activity: "Take care of nature"

Cl. hour: Conversation-debate Our home is the planet Earth»

Cl. hour: "About our smaller brothers" (quiz)

Cl. hour: Essay with illustrations “And in our family ...”

Game "What? Where? When?"

Cl. hour: "Russia is my homeland"

Project: "He served a great cause"

Watch of memory dedicated to the Victory Day

Excursion to the monument to fallen soldiers

Teacher

Cl. hands Uch-Xia

Ruk. museum

September,

October

April

5. Working with parents

To study the relationship "Child-parents", involve in joint activities

Involving parents in the classroom

Conducting family meetings

Individual conversations with parents

Private conversations with disadvantaged families

Helping parents with class arrangements

Collection type:

1. Adaptation of a first grader. Daily regime.

2. About styles of family education. How to raise children.

3. Emotions are positive and negative.

4. So the school year is over. Final meeting.

Questionnaire

Participation of parents in class hours, on hikes, on holidays, in project activities.

Parental advice

Class leader, social ped.

Rod.committee

Class hands

During the year

1 quarter

2 quarter

3 quarter

4 quarter

During the year

In tech. of the year

6. Working with "difficult" and gifted children

Formation of a healthy lifestyle, physical development of children.

Intellectual development of personality

Development creativity

Conversation and drawing competition about healthy lifestyle

Individual visits to disadvantaged families

Individual conversations with children

Questionnaire "What do I like about school"

Involving children in circle work

(German language)

Testing

Card work

Con-s "Hello, we are looking for talents!"

Participation in school-wide, district competitions.

Cl. hands

Social Ped.

Teacher

Kozonina N. A.

During the year

November

In tech. of the year

During the year

According to the plan of administration

7. Prevention of road traffic injuries.

Raising the level of culture of students in transport and on the roads.

Organization of training for students of traffic rules.

Promotion of knowledge on safe behavior on the roads and in transport.

Improving the skills of students in independent safe behavior on the road (reservoirs).

1. The game "We are going to school"

2. Conversation "Everyone should know this"

3. The game "ABC of a young pedestrian"

4. Project: "Red, yellow, green"

5. Conversation "Rules of the road"

6. Conversation "Rules of conduct near water bodies, near buildings in the spring season"

Cl. hands

Cl. hand., student

September

October

December

"Me and my family" - Formation of a civil attitude towards my family"

Thus, the activities of the class teacher and subject teachers in this class are aimed at developing in children the qualities necessary for successful socialization at this stage of their development.

In elementary school, the competency-based approach should be implemented through the formation of a system of key competencies in the student that make up his subjective experience. The formation of subjective experience should occur through the assimilation of the cultural content of primary education, presented in various areas of social experience:

Subject and supra-subject knowledge (result: "I know...");

Subject and general subject skills (“I can ...”);

Creativity ("I create ...");

In the emotional-value sphere (“I strive ...”).

The main result of the activity of a primary school teacher should not be a system of knowledge, skills and abilities in itself, but a set of key competencies of students in the intellectual, legal, informational and other areas of the personality and the creation of conditions for its implementation.

It is necessary to put forward not the awareness of the student, but the ability to resolve problems that arise in life.

As the results of training and education, consider not the sum of memorized knowledge, skills and abilities, but the ability to act in various problem situations.

The most successful in practice are the following methods, techniques and forms:

Surprise! (the teacher finds a point of view at which even the ordinary becomes amazing);

Delayed answer! (the teacher gives an amazing fact-riddle, the answer to which will be open when working with new material);

Get the error! (the teacher deliberately makes a mistake);

Round table, discussion;

Array task;

Ideal task (the teacher invites students to do homework of their own choice and understanding).

Brainstorming, searching for common ground, find explanations, look through the eyes of others, dramatization, etc.

The main task of primary school is to ensure the development of the child's personality at a higher level.

The use of active learning methods contributes to the development of the ability to analyze, reason, plan, combine, create something new.

Actively use the method of projects in activities, because it allows the least resource-intensive way to create a natural environment ("natural environment", i.e., the conditions of activity as close as possible to real ones) for the formation of students' competencies. When working on a project, there is an exceptional opportunity for the formation of problem-solving competence among schoolchildren (since a prerequisite for the implementation of the project method at school is the student’s solving his own problems by means of the project), as well as mastering the methods of activity that make up communicative and informational competence.

At its core, design is an independent activity that differs from cognitive activity.

In order to unite the efforts of the school, family, and the public in the patriotic education of children, as well as to develop common approaches to education, one can use such a form of work as the activity of the school museum.

The means of assessing the educational achievements of students, which is most appropriate for the competency-based approach, is the portfolio (learning portfolio). Portfolio - a folder-accumulator of a student's educational achievements, which clearly characterizes his progress in the development of key competencies. The portfolio is not only a means of assessment, but also a kind of toolkit, a reference book compiled from various sources with the help of a student and a teacher.

Portfolio acts in the competency-based approach not just as a special form of assessment, but as a form that combines all possible assessment options. This is possible because:

The student uses his portfolio for self-assessment of results and for assessing the pace of his progress in a particular competence;

The portfolio, its content and maintenance can be assessed by the teacher;

Portfolio can be presented in front of the class, teachers, parents;

A group portfolio of class students can be created and used for group self-assessment.

In this chapter, an assessment is made of the formation of the competencies of students in the 1st grade. I have considered the spheres of general cultural competence that characterize the child at this stage of development. Conducted pedagogical observation and analyzed its results, which are presented in the form of a table. Also, a system of activities of a primary school teacher for the implementation of a competency-based approach is proposed, which is developed in areas in accordance with the goals. In conclusion, recommendations were proposed for the implementation of the competency-based approach: these are the most successful methods, techniques and forms of work.

Changing the model of education requires, first of all, changing the teacher himself, who is ready to achieve social, communicative, informational competencies, tolerance, self-education and practice-oriented knowledge and skills of students.

The main distinguishing feature of the competence-based approach is its active nature. The criterion for the manifestation of competence is the achievement by students of a positive result for themselves. This work was aimed at studying the topic: "Implementation of a competency-based approach in the organization of extracurricular activities by a primary school teacher." I have defined the research problem, the object and subject of research, the purpose, hypothesis and research objectives. The psychological, didactic, methodical and legal literature on the research problem has been studied. Different views of scientists on this issue were identified and considered; the system of formation of the competence of primary school students is determined and the forms of organization of extracurricular activities for its implementation are developed. On this basis, the pedagogical conditions for the implementation of the competence-based approach in teaching and educating 1st grade students were also identified. The system of extracurricular activities of a primary school teacher is presented, which has been tested in practice.

To be able to analyze, compare, highlight the main points, give adequate self-assessment, be responsible, independent, be able to create and cooperate, work without constant guidance, take the initiative, notice problems and look for ways to solve them based on sound reasoning - these are key competencies that can be identified in modern society. Something with which a child needs to enter this world.

The task of the teacher is to build the process of education and upbringing in such a way as to help the child open up the spiritual forces, teach him to think, and instill skills in practical actions.

Teachers, parents, the administration of educational institutions need to comprehend the requirements for education set by the new standards and find new approaches to work. The focus on the upbringing and development of the student is the basis of the activities of the teaching staff of the educational institution. But a lot depends on the teacher. Teachers will have to revise all the work, master new methods, accept, practically implement the systematic requirements laid down in the second generation standards:

–requirements for the structure of basic educational programs;

–requirements for the results of their development;

-requirements for the conditions of their implementation.

Thus, the modern school needs a new model - the “school of the active student”. This is what the school staff should be striving for.

It can be concluded that a partially competency-based approach exists and is being implemented in elementary school, and its full implementation seems possible.

The further "life" of the approach depends only on the primary school teachers themselves, on their readiness to accept and implement it.

1. Aleksyutina, N. Why does a child need an octane number? The issues of competence-based learning were discussed in St. Petersburg [electronic resource] / N. Aleksyutina // Teacher's newspaper. - 2002. - No. 51. -

2. Vinogradova, N.F. Modernization of primary education and goal-setting problems [electronic resource]/N. F. Vinogradova/Reports of the 4th All-Russian Remote August Pedagogical Conference "Renewal of the Russian School" (August 26 - September 10, 2002). -

3. Golub, G. B., Churakova, O. V. The method of projects as a technology for the formation of key competencies of students [text] / G. B. Golub, O. V. Churakova.- Samara, 2003.- 91 p.

4. State program "Education and development of innovative economy: introduction of a modern model of education in 2009 - 2012"

5. Domansky, E.V. Reflection as an element of key educational competence [electronic resource] / E. V. Domansky // Internet magazine "Eidos". - 2003. - April 24. -

6. Key competencies and educational standards. Transcript of the discussion of the report by A.V. Khutorsky in the Russian Academy of Education [electronic resource] / A. V. Khutorskoy // Internet magazine "Eidos". - 2002. - April 23. -

7. Kraevsky, V.V. On cultural and competence-based approaches to the formation of the content of education [electronic resource] / V. V. Kraevsky / Reports of the 4th All-Russian remote August pedagogical conference "Renewal of the Russian school" (August 26 - September 10, 2002). -

8. Kulagina, I.Yu. Age-related psychology. Child development from birth to 17 years. [text]/I. Y. Kulagina.- Textbook. 3rd ed.- M.: Publishing house of URAO, 1997.-176p.

9. Lebedeva, G. A. General cultural competence as an indicator of the student's socialization. [text]/g. A. Lebedeva. - Solikamsk, 2006.

10. Lobok, A. The main difficulty of the “competence-based approach [electronic resource]/A. Loboc // First of September. - 2005. - No. 18. -

11. Maskin, V.V., Petrenko, A.A., Merkulova, T.K. Algorithm for the transition of an educational institution to a competency-based approach. [text]/V. V. Maskin, A.A. Petrenko, T. K. Merkulova / Practical guide.- M .: ARKTI, 2006.-64 p.

12. Mukhina, V.S. Child psychology. [text]/V. S. Mukhina .- M .: OOO April Press, CJSC Publishing house EKSMO-PRESS, 2000.- 352p.

13. Piyavsky, S.A. Science-oriented learning [electronic resource]/S. A. Piyavsky / Reports of the 4th All-Russian Remote August Pedagogical Conference "Renewal of the Russian School" (August 26 - September 10, 2002). -

14. Perelygina, E.A., Fishman, I.S. Guidelines for the formation of key competencies of elementary school students. [text] / E. A. Perelygina, I. S. Fishman.- Samara, 2007.-128 p.

15. Raven, J. Competence in modern society: identification, development and implementation [text] / J. Raven / Per. from English. - M.: "Cogito-Center", 2002.

16. Government Decree Russian Federation dated December 29, 2001 No. 1756-r (Concept for the modernization of Russian education for the period up to 2010).

17. Tikhonenko, A.V. To the question of the formation of key mathematical competencies of junior schoolchildren [text] / A. V. Tikhonenko / Primary school. - 2006. - No. 4. - S. 78–84.

18. Frumin, I. Responsible for what? Competence-based approach as a natural stage of updating the content of education [text] / I. Frumin / Teacher's newspaper. - 2002. - No. 36. - #"_Toc269146705"> Application

Attachment 1.

Characteristics of competence levels.

	Information and cognitive aspect	Value-oriented aspect	Regulatory-behavioral aspect
Primitive behavioral	Knowledge of norms, rules of conduct, the simplest ways to perform actions in standard situations.	Understanding the need to comply with moral and legal standards; the ability to perceive phenomena coming from the outside world; situational sensitivity to the needs of other people and social life; response to the demand of adults.	Compliance with the norms and rules of conduct at the request of adults or peers; do "like everyone else" or under duress; selection and implementation of the method of activity with the help of others.
Emotional-behavioral	Knowledge of the norms, rules of conduct and methods of activity in solving educational problems; perception, interest, emotional readiness to assimilate new information.	Awareness of the need for lawful behavior; expression of preferences and upholding of value orientations; emotional-situational nature of response to the actions and actions of other people; manifestation of sustainable interests in certain types of activities.	Emotional regulation of activity and behavior depending on the mood, on the attitude towards other people, on the situation.
Motivated-behavioral	Systematized knowledge about the general principles, norms, rules governing social interaction.	Awareness of the values and meaning of one's own actions and actions; the need for lawful behavior; the formation of personal, humanistic attitudes and value orientations; understanding of their abilities and limitations.	Volitional regulation of behavior and activity; Adoption independent decisions and forecasting their consequences; responsibility for their actions and deeds in various situations.

Appendix 2

Spheres of general cultural competence

ecological

social

cognitive

humanitarian

Sergei A.

Valery V.

Victoria Z.

Sergei K.

Natalya M.

Stepan N.

Anastasia O.

Veronica R.

Svetlana S.

Alexander S.

Elizabeth T.

Konstantin W.

Gennady Ya.

IPA - information and cognitive aspect;

TsOA - value-oriented aspect;

RPA is a regulatory-behavioral aspect.

PP - primitive-behavioral level;

EP - emotional-behavioral level;

MP - motivated-behavioral level.

Competence approach in extracurricular activities of college students

The main goal of the competency-based approach in vocational education is the formation of a competent specialist in all areas, including the professional one. To achieve this goal, teachers are working on the content of programs, modern pedagogical technologies, control tools and assessment materials, since the competence-based approach is focused on a new vision of a professional specialist, a new assessment vocational education, and the main thing here is the use of such pedagogical technologies that would include students in various types of activities - discussions, solving professional problems, doing research, projects, communication, etc. A significant role is played by students' extracurricular work: participation in games, competitions, contests , design and research activities, where students could apply the theoretical and practical knowledge gained as a result of studying the professional modules and disciplines of the BEP, which should cease to be a "dead weight" and become a means of explaining and solving certain professional tasks, problems, phenomena. Extracurricular work can increase students' interest in the profession they receive, motivate them to work on the formation of general and professional competencies, because competence is a person's readiness to mobilize knowledge, skills and external resources for effective activity in a particular situation. To implement the general and professional competencies corresponding to the main types of professional activities of the OBOR, various methods and forms of extracurricular work are used, which contribute to the development of communication skills and team and independent work skills.

For example, abstract work contributes to the expansion and deepening of knowledge on the material being studied. Abstracts are written in compliance with certain requirements. Each essay should consist of an introduction, main part, conclusions and a conclusion. The introduction discusses the relevance of the topic, formulates the goals and objectives of the work and ways to implement them. In the main part, questions corresponding to the topic of the essay are investigated, ways of solving the problem posed are traced. The main body can consist of a single text or several paragraphs. The main text should be accompanied by the necessary figures, diagrams, graphs, tables. Conclusions complete the main part. They summarize the main results of the work on the items corresponding to the tasks of the work. The conclusions should show that the purpose of the study has been achieved. The conclusion is a general summary of the work with a brief listing of the stages of the work performed. Protection of works is carried out according to prepared presentations. When evaluating the abstract, the following criteria are used: the ability to formulate the purpose of the work; correct selection of information sources on the topic; completeness and consistency of the disclosure of the topic; independence of thought; literacy of presentation; correctness of conclusions; the correctness of the work; quality of presentation and protection. Working on an abstract forms the ability to find and extract the necessary information from various sources (textbooks, professional periodicals, regulatory documents, the Internet), as well as to summarize, structure the information found, that is, it contributes to the development of general and professional competencies.

Game activity - holding KVN, quizzes, games, competitions after school hours allows you to introduce game components that combine several professional modules. The emotional mood, competitiveness and excitement of students most contribute to the development of competence. So, in order to instill in students patriotic feelings and pride in their country, to form a desire for healthy lifestyle before the opening of the XXII Olympic Games in Sochi, an extra-curricular event "Winter Olympics - for the first time in Russia" was held, during which students got acquainted with the history of the Winter Olympic Games, Olympic symbols and traditions, Olympic champions of different years, winter Olympic sports . Theoretical information was accompanied by cheerful starts.

During the week of biology, an intellectual game "At the crossroads of biology and chemistry" was held. Competitive actions took place between teams from three groups. Various competitions were held: “Different sciences are needed, different sciences are important!”, “The connection of biology with other sciences”, “Oh, these scientists are people ...”, between which transitions from competition to competition were traced with inserts of excerpts from poems, historical information. Interdisciplinary connections were widely used in the game, the ability to use logic, professionalism, and scientific character in the formation of answers to the questions posed, rational use of time and critical assessment of one's knowledge, and work in groups were tested. At the same time, the upbringing of a scientific worldview, the formation of cognitive skills, the development of communication skills, learning motivation, and creative abilities take place.

When organizing and planning extracurricular work, one should use various methods and forms that stimulate communication between students in the process of extracurricular activities, build work taking into account the individual characteristics of students. Thus, extracurricular work helps students develop professional competencies, as well as understand the essence and social significance of their future profession, show a steady interest in it, organize their own activities, choose typical methods and methods for performing professional tasks, evaluate their effectiveness and quality, and make decisions. in standard and non-standard situations and be responsible for them, search for and use information necessary for the effective implementation of professional tasks, professional and personal development, use information and communication technologies in professional activities, work in a team and team, take responsibility for work team members, independently determine the tasks of professional and personal development, engage in self-education, navigate in the conditions of frequent changes in technology in professional activities.

1 Competence-based approach in the organization of extracurricular activities of a teacher

1. 1 Characteristics of the competency-based approach

Despite some differences in approaches, US experts define three main components in competence-based education. These are knowledge, skills and values.

In connection with such observations, we will offer some Russian author's definitions and distinctions between the concepts of "competence" and "competence".

T.M. Kovaleva (Doctor of Pedagogy, Senior Researcher at the Institute of Theory of Education and Pedagogy of the Russian Academy of Education, Tomsk) believes that the competency-based approach provides answers to the needs of the production sector. In relation to education, it can be considered only as one of the possible approaches.

A.M. Aronov (PhD in Physics and Mathematics, Head of the Department of Pedagogy of the Higher School of the Krasnoyarsk State University) considers competence as a willingness to engage in a certain activity. Directly in education, competence acts as a certain connection between two types of activity (present educational and future practical).

I.D. Frumin (Doctor of Pedagogy, Coordinator of Educational Programs at the Moscow Branch of the World Bank, Moscow) believes that the competence-based approach manifests itself as updating the content of education in response to the changing socio-economic reality.

With regard to the primary education system, the key words in the description of competencies are the words seek, think, cooperate, get down to business, adapt:

search: interrogate the environment; consult a teacher get information;

cooperate: be able to work in a group; to make decisions; resolve disagreements and conflicts; agree; develop and fulfill the duties assumed;

get down to business: get involved in work; be responsible; join a group or team and contribute; show solidarity; organize your work; use computing and modeling devices;

adapt: use new information and communication technologies; persevere in the face of adversity; find new solutions.

Thus, the competence approach allows:

To increase the degree of motivation for learning, first of all, by realizing its benefits for today's and future life of students;

Implementation of the competency-based approach in extracurricular activities. English language teacher Implementation of a competency-based approach in extracurricular activities. English teacher Sokolova O.V year Municipal state educational institution secondary school with in-depth study of individual subjects of the village. Sanchursk Kirov region

Values, principles, goals These can be the following judgments: the freedom of the student to be himself; each person has his own "perfection"; to help each student to make his individual talents socially fruitful; the individual development of each student corresponds to his abilities, interests and opportunities; a person learns only what corresponds to his abilities, interests and what he considers useful for himself; to be successful in modern society, a graduate must possess an appropriate set of key competencies; introducing the student to the cultural tradition that can contribute to his development to the maximum extent.

Values, principles and goals The freedom of the student to be himself Help each student to make his individual abilities fruitful The individual development of each student corresponds to his abilities, interests, opportunities To be successful in modern society, the graduate must possess the appropriate key competencies

Key competencies - to study together with their students; -plan and organize independent activities of students (help determine goals and educational outcomes); - motivate students, including them in a variety of activities that allow them to develop the required competencies; build the educational process using a variety of forms of organizing activities and including students in different types of work, taking into account their inclinations, individual characteristics and interests, own project thinking (be able to organize and manage group project activities); own research thinking (be able to organize research work and manage it); use an assessment system that allows students to adequately assess their achievements and improve them; to carry out reflection of their activities, behavior and be able to organize it among students in the course of training sessions; own computer technologies and use them in the educational process.

Forms, methods, techniques used in the classes of the circle: Forms of training Types of classes Teaching methods Teaching methods Training sessions games travel contests Studying new material. Generalized repetition. Systematization of knowledge and skills. Combined Explanatory-illustrative Reproductive Partial-search Verbal: story, Conversation Visual: tables, diagrams, drawings Practical independent work

The competence-based approach assumes that: The teacher must: own the competencies that he teaches; study with your students; motivate students through the use of various activities; build the educational process using various forms of organizing cognitive activity, taking into account their inclinations and individual characteristics; To carry out reflection of their activities and be able to organize it among students in the process of educational and extracurricular activities.

Goals and objectives of the circle "PLAY AND LEARN ENGLISH" "Playing, learn!" Objectives: To form the ability to communicate in English, taking into account the speech capabilities and interests of younger students; Create the most favorable conditions for the development of foreign language communicative competence of younger students. Tasks: Improving the communication skills of younger students. The development of general and special educational skills, allowing to improve educational activities in mastering the English language.

«PLAY AND LEARN ENGLISH» Electronic version curriculum work circle "PLAY AND LEARN ENGLISH" / p Name of topics Number of hours 1. Hours. Seasons My home 8 3. Russia is my homeland My family 10 5. Clothes 9 6. Animals 5 7. Food 10 8. Dishes 5 9. Final lesson 1 total 68 hours

The main pedagogical principles implemented in the course of circle activities: The principle of systematic and consistent learning (topics are arranged sequentially, the study of each new section is based on the knowledge acquired in previous sections); The principle of accessibility (correspondence of the content of training to the individual age abilities of the child); The principle of creative activity (creation of creative thinking of children); The principle of natural conformity (involves the formation of a general culture of the student's personality, the development of activity and independence); The principle of interaction between science and humanism (assumes comprehensive interaction between the teacher and the student).

For assimilation educational material children to use such forms of work as memorizing poems, rhymes, songs, situational dialogues and small dramatizations. General rules for conducting classes Alternate types of classes. gradually increase the load on the formation of lexical skills.

Expected results of the circle "Playing, learn!" The primary skills of younger students in communication in English will be formed. The acquired knowledge will contribute to the development of foreign language communicative competence of younger students. The vocabulary of younger students will expand. The development of general and special learning skills will continue to improve learning activities in mastering the English language in second-level classes.

Implementation of the competency-based approach in extracurricular activities Methodological literature on the problem of implementing the competency-based approach in extracurricular activities modern education» D.A. Ivanov. CJSC "MTsFER", 2009. "Model of professional competence of a teacher in accordance with the Education Standard". Magazine "Zavuch" Mr. " English language for the little ones. G.P. Shalaeva. Moscow. Eksmo g "Playing, learn!" Sh.M.Hamamjyan. Moscow. Enlightenment. 1978

Implementation of the competency-based approach in the classroom and in extracurricular activities in elementary school

Project relevance

The strategic task of the development of school education at present is to update its content, teaching methods and, on this basis, achieve a new quality of its results.

At present, the competence-based approach is one of the most developing areas of pedagogical theory and practice, one of the most important foundations for the renewal of education.

The "Concept for the modernization of Russian education", acting as one of the basic regulatory documents that determine the strategy for the development of domestic education, states that "a general education school should form an integral system of universal learning activities, as well as the experience of independent activity and personal responsibility of students, that is, key competencies that determine the modern quality of the content of education.

These educational outcomes include:

1. Development of the ability to navigate:

In the surrounding reality;

In the phenomena of nature;

In social phenomena;

In all major areas of culture, including the world of spiritual values.

2. Formation of key competencies.

aim my professional project is the implementation of a competency-based approach in elementary school as one of the ways to achieve a new quality of education.

With this in mind, theirtasks see next:

The study theoretical material on the implementation of the competency-based approach in elementary school in the classroom and in extracurricular activities;

Substantiation of the importance of the formation of information and communication competence in younger students, taking into account the age characteristics of students;

Planning and organization of work on the formation of information and communication competence in younger students.

The term "competence" in translation from Latin means conformity, proportionality.

Competence is a person's readiness to mobilize knowledge, skills and external resources for effective activity in a specific life situation. Competence is the willingness to act in a situation of uncertainty.

The competence-based approach does not deny the meaning of knowledge, but it focuses on the willingness to use the acquired knowledge.

There are five core competencies:

Information competence - readiness to work with information;

Communicative competence - readiness to communicate with other people, is formed on the basis of information;

Social competence and tolerance - willingness to cooperate with other people, are formed on the basis of the two previous ones;

Self-education - readiness for continuous improvement, is formed on the basis of the four previous ones.

I believe that effective adaptation of junior schoolchildren in the educational environment is possible if school graduates of the first stage have information and communication competence.

Communicative competence is expressed in skills independently:

Make contact with any type of interlocutor (by age, status, degree of closeness and acquaintance, etc.), taking into account his characteristics;

Maintain contact in communication, observing the norms and rules of communication, in the form of a monologue and dialogue, as well as using non-verbal communication tools;

Listen to the interlocutor, showing respect and tolerance for other people's opinions;

Express, argue and defend one's own opinion in a cultural form;

Encourage the interlocutor to continue communication;

Resolve conflicts effectively in communication;

Change your speech behavior if necessary;

Evaluate the success of the communication situation;

Correctly complete the situation of communication.

Information competence is expressed in skills independently:

Interpret, systematize, critically evaluate and analyze the information received from the perspective of the problem being solved;

draw reasoned conclusions;

Use the information received when planning and implementing their activities in a given situation;

Structure the available information;

Present it in various forms and on various media, adequate to the needs of the information consumer.

These competencies are interdependent. Possession of certain information causes the need to speak out. And in order to take part in the dialogue, you need a certain amount of information.

I have outlined the following ways of forming information and communication competence in younger students.

Project Implementation Program

I have been a primary school teacher since 1991. The main goal of education is to achieve the optimal overall development of each child while maintaining his mental and physical health.

The concept of "optimal development" is relative. The goal is not to "pull up" weak students to the level of strong ones, but to reveal the individual abilities of each and, regardless of whether he is considered "strong" or "weak", to contribute to his development.

The general development of the child is carried out in the process of his independent search activity when interacting with the teacher, the class, as a whole with his environment, therefore I pay special attention to the organization of educational activities and the socialization of children (the development of communication skills, the ability to work in a team).

Textbooks and curricula "School of Russia" are integrated courses that reveal to children a holistic picture of the world, corresponding to both the age characteristics of younger students and the requirements of the modern information society. For example: aware

" The world"connections are activated between knowledge about the Earth, its nature and the socio-cultural life of man in their historical development.

Speech development is of great importance for a younger student.

The problem of reducing the culture of speech in our country, the trend towards the spread of jargon and vernacular is relevant. Often misunderstanding of each other in the discussion is due to different definitions of concepts. It is necessary to come to an agreement in the use of the concept or replace it with another suitable word. The best source in this regard is reference literature, dictionaries. Thus, the enrichment of children's speech occurs due to intensive vocabulary work, deep penetration into the meaning of the word.

The result of my work is that students:

Learned to respectfully and creatively deal with the word;

There was a need for independent creative work;

The level of development of attention, observation, memory, fantasy has increased;

Students are able to use dictionaries;

Work independently with text;

They show good results when checking reading skills.

Thus, the introduction to the lexical system of the language will help in the education of speech culture, in the linguistic development of students and will contribute to the process of forming the communicative competence of younger students.

It is important that children learn about the world around them not only through reading and looking at pictures, but also through their direct observations.

I work closely with the employees of the city children's library. Gaidar. They have conversations with children.

Lesson plan for younger students for the 2018-2019 academic year.

September. "The Land of Unlearned Lessons".

"Interestingly about the Russian language."

October. "What a charm these fairy tales are."

November. "The Wizard of Amsterdam"

December. "Lessons in Etiquette".

January. "Funny stories of Dragunsky".

February. "Folk Traditions and Holidays".

March. "Favorite books of our grandmothers and mothers."

April. "The First Flight of a Starship".

May. Pokryshkin in the sky.

Studying this or that literary work, I introduced my students to the works of painting. But at some point I realized that this was not enough for them to get acquainted with reproductions of paintings. I began to organize excursions to exhibition halls (Syzran, Khvalynsk)

Lesson plan for the course "Introduction to Art" for younger students for the 2011-2012 academic year.

September. I. I. Shishkin is a singer of the Russian forest.

October. I. I. Levitan. "Gold autumn".

November. A. I. Kuindzhi. "The Light of Painting".

December. "Very brave, Siberian character."

January. V. M. Vasnetsov, M. A. Vrubel. "Fairy tale in painting".

February. V. M. Vasnetsov. "Bogatyrs".

March. Russian folk toys.

April. Mystery blue. Ceramics in Gzhel.

May. Introduction to the museum. "Paintings live here."

In these classes, students are taught to "see" a work of art. On them, students discover other points of view than their own, and on the other hand, they get the opportunity to express their thoughts and feelings, and through them, themselves. Schoolchildren not only develop an artistic taste, but also develop a thoughtful attitude to their own experience, to various life situations, improve the ability to substantiate their point of view, their observations become more specific and subtle. Schoolchildren learn to perceive painting as a deeply original art form, distinguished by its techniques and features, and not just as an illustration for literary works, to see "points of contact" between different types of art. Thus, I consider the result of these classes: the interest of the majority of students in this type of art and, as a result, the decision to learn to draw.

Trusting relationships in the classroom create conditions in which children acquire knowledge on their own, and the teacher only helps them. Discussion becomes the main form of obtaining knowledge and solving problems.

So, communication in the lesson and after it performs not only an informative, but also a social, as well as a developing function. It is presented in two aspects: communication between the teacher and students, communication between students. In such communication, social attitudes, patterns of behavior are purposefully and intensively formed, social life skills, the basics of information and communication competence are acquired.

Based on the content of the studied disciplines, I include students in the search for information, I teach them to highlight the main thing. During this period, I see my task as giving the child more initiative in organizing his cognitive activity.

The following main methods of formation of information and communication competence are distinguished.

Search and collection of information:

Tasks to search for information in reference literature, the Internet, through surveys, work with literary primary sources, in museums, libraries, etc.;

Tasks with an excess of information;

Problems with a lack of information.

2. Information processing:

The task of ordering information;

Drawing up plans for the text;

Preparation of questions for the text;

Tasks for summarizing the materials of the discussion, discussion.

Information transfer:

Preparation of messages on the topic;

Training teaching aids on this topic;

Preparation of wall newspapers, stands, etc.

Information educational projects (individual and group).

Educational research work involving various research methods.

All forms of educational dialogue.

Role and business games.

Discussions, discussions.

Acting as hosts at events, parties, etc.

Involving students in the work of theater studios.

One of the forms of extracurricular activities in academic subjects

is an excursion, which promotes:

Development of attention and cognitive interest of schoolchildren;

Provides health education;

Gives clear answers to questions

Helps to identify essential and non-essential signs of objects and phenomena;

Expands and systematizes the child's knowledge of the world around.

I try to organize such an excursion so that the students not only expand or gain new knowledge, but also take a direct part in the work.

The goal of design and technology education is the development of students as subjects of creative project activities, preparing them for successful and harmonious functioning in an information-technologically saturated world.

To date, the content of education in the school is changing, taking into account the socio-economic needs of society. If earlier economic problems were moved away from the schoolchild, today it is no longer possible.

The use of various forms gives me the opportunity to show creativity, individuality and at the same time, which is especially important, to make the process of cognition interesting and accessible.

While studying the elements of economics with students, I introduced children to various professions.

Story-didactic games will help to make the economy understandable. So, playing in the profession, students comprehend the meaning of labor, reproduce the labor processes of adults, simulate real life situations: purchase and sale operations, production and marketing of finished products, etc.

In didactic games, students' ideas about the world of economic phenomena are clarified and consolidated. Performing a large number of actions, the children learn to implement them in different conditions, with different objects, which increases the strength and awareness of the assimilation of knowledge.

Entertainment and leisure evenings (competitions, quizzes, olympiads) are a kind of holidays - bright, unusual, mysterious. Children like non-standard questions, fun and at the same time meaningful tasks (guessing crosswords and puzzles). Other forms of conducting classes are also provided: excursions to enterprises, meetings with entrepreneurs and people of various professions, business games, performing creative tasks.

A significant place is given to the joint activities of schoolchildren, aimed at developing their social skills, a sense of collectivism and mutual assistance.

For the assimilation of economic knowledge, a wide variety of methods, techniques and teaching aids are used. Thus, mastering the economic content is carried out in the process of reading fiction (stories with economic content; folklore; proverbs, sayings), where a significant place is given to the fairy tale. The author's fairy tales are interesting and successful, each of which is, as it were, a mini-program to familiarize children with economic concepts. (E. Uspensky, I. Agron "The Business of Gena the Crocodile"; G. M. Evmenova, O. I. Menshikova "Children's Dictionary of Economics or Little Stories about Economics for Not Very Young Children"; P. Filipov, I. Petrov "Conversations about economics"; V. Nikiforov "Saturday journey or a lesson in economics"; T. A. Popova, O. I. Menshikova "The Tale of the Queen Economy, the Villain of Inflation, the Magic Computer and True Friends").

In them, the economic content unfolds in front of children in the form of problem situations, the resolution of which develops logic, originality, independent thinking, information and communication skills, and the ability to navigate in a search situation.

Logical and arithmetic tasks, tasks - jokes enliven the path of knowledge of complex economic phenomena. They combine elements of problematic and entertaining, cause tension of the mind and bring joy, develop the logic of reasoning.

The formation of key competencies of students can also be solved through the organization of interaction between the educational institution and parents.

The family primarily contributes to the formation of a harmoniously developed personality of a person.

The strength of the influence of the family is that it is carried out constantly, for a long time and in a variety of conditions and situations. The person lives in a family. Here he spends most of his time. At home, he rests and works, studies, does what he loves, takes care of his loved ones and enjoys their care and attention. He comes here in joy and in sorrow. All this happens constantly, for many years and gradually creates rules that, becoming traditions, form the basis of human life.

It is very important that the skills and habits of correct behavior that are formed in the child at school are consolidated in the family. I believe that uniform, coordinated requirements of the family and school are one of the conditions for proper education.

When working with a family, I set myself the following tasks:

Studying the composition of parents' families: age, social class, profession, educational level, microclimate and conditions in the family, etc.;

Identification of socially and professionally established parents who are able to work with children;

Involving parents in the education and upbringing of students at school;

Development of uniform pedagogical requirements and approaches to the education of students by parents and teachers;

Versatile pedagogical education of parents, the formation of parents' need for self-education.

I believe that a teacher wins the respect of parents first of all by conscientious work, a sensitive attitude towards students. Without this, cooperation cannot be expected.

Working with parents is built in two directions:

Participation in the co-management of the school:

Classroom (school-wide) parent meetings;

Cool parental committee, school-wide board of trustees;

Participation in class activities.

At the first meeting in September, together with the parents, we develop plans for the joint work of the teacher and parents. I suggest that each parent choose which activities he would like to take part in. And the sections are:

Holding holidays.

Parents are always active participants in all school holidays. They help prepare costumes, participate in the preparation of scenarios, introduce children to new outdoor and intellectual games, and come up with contests. Moreover, when meeting with an initiative group of parents to prepare for various events, we consider what tasks will be given to parents.

Conducting class hours.

Parents participate in the preparation and conduct of class hours.

Organization of excursions.

Carrying out sports events.

Making wall newspapers for the holidays.

Offer something of your own.

Each parent has the right to choose and, to the best of their ability and ability, takes part in the life of the class team. And how the eyes of a child light up when it is his mother who spends a class hour, various competitions, his father organized sports competitions.

Project implementation efficiency

By implementing the competency-based approach in the classroom and in extracurricular activities, I managed to achieve certain results in the formation of information and communication competence in younger students:

100% of students have the skills to work with reference and encyclopedic publications;

Pupils listen to the interlocutor and express their point of view in a polite manner; can perform various roles in the group (leader, performer, critic);

They form their thoughts in oral and written speech, taking into account educational and life speech situations;

They are able to plan the stages of the upcoming work, monitor and evaluate their correctness, look for ways to overcome mistakes;

Able to work with different types of information; have experience with computers;

At the final certification, the students of my class show stable results

Four students graduated from elementary school with A's.

Pupils of my class participated in the Obninsk Subject Olympiads and showed good results.

Further development of the project

My students, moving to the middle link, successfully pass the adaptation. Show high results in educational activities.

List of sources used

1. Ananiev B.G. Man as an object of knowledge. SPb., 2001.

2. Ananiev B.G. Pedagogical applications of modern psychology // Soviet Pedagogy. 1996. No. 8.

3. Obukhova L.F. Developmental psychology: Textbook. M., 2006.

4. Galperin P.Ya. Teaching methods and mental development of the child. M., 1995.

5. Davydov V.V. Problems of developing education: The experience of theoretical and experimental psychological research. M., 1996.

6. prepod.nspu.ru

7.www.jurnal.org

8.aspirant.rggu.ru

Perhaps you will be interested